Why Teach Science Using an

Inquiry Approach? Dr. Carl J. Wenning

Physics DepartmentIllinois State University

Normal, Illinois USA

Inquiry Teaching

“Science teaching has suffered because science has been so frequently presented just as so much ready-made knowledge, so much subject matter of fact and law, rather than as the effective method of inquiry into any subject matter.”

John Dewy, 1910

Traditional Teaching

(Expository – Teaching by Telling)Arguments in favor:

Faster

Easier

Arguments in opposition:Teacher seen as an authority figure

Treats subject matter and methods separately

Problem solving alone is too simplistic a view of science

Rarely allows for understanding of the nature of science

Inquiry TeachingGets students to do science by following steps inherent in the scientific process

Observing

Defining a problem

Hypothesizing and predicting

Identifying and controlling variables

Collecting and interpreting data

Drawing conclusions

Strengthens higher-order level thinking skills

Inquiry students outperform expository students in tests of higher level thinking (Lott, 1983)

Inquiry students, though covering less subject matter, perform equally well when low-level cognitive processes are assessed (Lott, 1983)

Traditional vs. Inquiry

Traditional practices:Emphasizes knowledge of facts, laws, and theories

Utilizes labs as verification exercises

Emphasizes application of knowledge

Inquiry practices:Emphasizes the understanding of the nature of science

Integrates labs into course discussion (contextual learning)

Emphasizes higher level cognitive skills

Which would you see as being better for preparing the next generation of citizens?

Role of the Inquiry Teacher

Encourages thinking, questioning, and discussion

Encourages debate/discussion

Provides a variety of levels and paths for investigation

Works as a fellow investigator

Avoids appeals to authority

Maintains an atmosphere conductive to inquiry

Places emphasis on “How do I know the material of this course?” rather than “What must I know in this course?”

Role of the Inquiry Student

Makes observations, collects and interprets data

Formulates hypotheses, creates and conducts experiments

Works out relationships of cause and effect

Relates independent and dependent variables

Uses reasoning ability

Draws conclusions on the basis of data

Defends conclusions on the basis of data

Effective Inquiry Environments

The learner-centered classroomFocus on students learning rather than teacher teaching

The knowledge-centered classroomStudent learning is based on evidence

The assessment-centered classroomStudent thinking is made “visible”

The community-centered classroomStudents work cooperatively to find answers to questions

Perceived Problems with Inquiry Teaching

Time and energy

Too slow

Reading to difficult

Risk too high

Tracking

Student immaturity

Teaching habits

Sequential text

Discomfort

Too expensive

Costenson, K. & Lawson, A.E. (1986). Why isn’t inquiry used in more classrooms? American Biology Teacher, 48(3), 150-158.

Research based claim 1: *

Understanding science is more than just knowing the facts.

A framework for teaching the nature of science. Journal of Physics Teacher Education Online, 3(3), March 2006, pp. 3-10.

Assessing nature-of-science literacy as one component of scientific literacy. Journal of Physics Teacher Education Online, 3(4), Summer 2006, pp. 3-14.

Scientific epistemology: How scientists know what they know. Journal of Physics Teacher Education Online, 5(2), Autumn 2009, pp 3-16.

* Claims based on Inquiry & the National Science Education Standards

Research-based claim 2:

Students build new knowledge and understanding on what they already know and believe.

Dealing more effectively with alternative conceptions in science. Journal of Physics Teacher Education Online, 5(1), Summer 2008, pp 11-19.

Research-based claim 3:

Students formulate new knowledge by modifying and refining their current concepts and by adding new concepts to what they already know.

Dealing more effectively with alternative conceptions in science. Journal of Physics Teacher Education Online, 5(1), Summer 2008, pp 11-19.

Research-based claim 4:

Learning is mediated by the social environment in which learners interact.

Engaging students in conducting Socratic dialogues: Suggestions for science teachers. Journal of Physics Teacher Education Online, 4(1), Autumn 2006, pp. 10-13. (with Thomas W. Holbrook and James Stankevitz).

Whiteboarding and Socratic dialogues: Questions and answers. Journal of Physics Teacher Education Online, 3(1), September 2005, pp. 3-10.

Research-based claim 5:

Effective learning requires that students take control of their own learning.

Experimental inquiry in introductory physics courses. Journal of Physics Teacher Education Online, 6(2), Summer 2011, 2-8.

Research-based claim 6:

The ability to apply knowledge to novel situations, that is, transfer of learning, is affected by the degree to which students learn with understanding.

For primary research findings about all these claims, see Making the Case for Inquiry (Chapter 6) in the book Inquiry and the National Science Education Standards: A guide for Teaching and Learning, Center for Science, Mathematics, and Engineering Education (2000).

Secondary Sources

Project 2061: Science for All Americans

National Science Education Standards

Inquiry and the National Science Education Standards

How People Learn: Brain, Mind, Experience, and School

How Students Learn: History, Mathematics, and Science in the Classroom